SPATIAL DISCREPANCY ISSUES

SPATIAL INTELLIGENCE
BY
Enok Maryani
WHY DO WE NEED its?
• Understanding the events and facts in the
world
• Spatial selection
• Spatial Potensial : national-regional-local
• Changes in the environment
• Globalization vs. local : The unity and
integrity of the nation
• Nationalism development
 Theoritical Thinking to Improve
Competitiveness in Globalization
GLOBAL MARKET GLOBAL IMAGE
GLOBALISASI
GLOBAL WORKFORCE  OPENESS GLOBAL ECOLOGY
 COMPETETIVENESS
 COOPERATION
.

• GROWTH
THREAT • WEALTH OPPORTUNITY
• CONTINUITY

COMPETITIVENESS

PRODUKTIVITY AND QUALITY

Death of Distance’
COMPETENTION AND PROFESIONALISM
World is Flat

Placelessness DEVELOPMENT SYSTEM

 SPATIAL INTELLIGENT
• literacy as an autonomous set of skills;
• literacy as applied, practised and situated;
• literacy as a learning process;
• literacy as text.
(Education for All Global Monitoring Report
2 0 0 6)
 SMART

DISPOSITIONS
KNOWLEDGE CONFIDENCE (NILAI DAN SIKAP
(WAWASAN (KEPRC.DIRI) SELAKU WARGA)
KEILMUAN )

SMART

COMMITTMENT
COMPETENCE (KETEGUHAN)
(KECAKAPAN)

SKILLS
(KETERAMPILAN )
 INTELLIGENCE MEANS:

• THE ABILITY TO COMPREHEND THE

CONCEPT, TO SOLVE THE PROBLEM, TO BE
CRITICAL, CONGNITIVE ( UNDERSTANDING
OF FACTS , COMPREHENTION CONCEPTS ,
PROCEDURAL AND METAKONGNISI )
• KNOWLEDGE , UNDERSTANDING, AND
COMPREHENTION
Binet setting is a test of intelligence or IQ
test consisting of :
• Direction : The ability to focus on the
problem and how to solve it
• Adaptation : flexibility, adaptability to
various problem in life
• Criticism : thinking and behavior
 Intelligence means:
• THE ABILITY TO LEARN, TO BE RATIONAL, TO ACT
EFFECTIVLY ..... WESHLER (1958 )
• ABILITY TO ACT DELIBERATELY, THINK
RATIONALLY AND EFFECTIVELY, CONDUCT BY
WORLD ( David Wechsler , 1958)
• THE ABILITY TO ADAPT IN PHYSICAL AND SOCIAL
ENVIRONMENT ( Piaget , 1950) .
• THE AIM OF THINKING AND BEHAVING
• Ability to handling situations quickly
and effectively
• The use the concept abtract
• Understanding with effectively, argue
critical control and The ability
associate
(Chaplin, 1999).
• The ability to solve the problem and fulfill
the new needs
• The ability to master certain competence.
 TYPES OF INTELLIGENCE
(THURSTONE)
the individual's ability to response stimulus
appropiately
• VERBAL
• MATH /NUMERIC
• VISUAL
• MEMORY
• REASONING
• PERPECTVE
 Howard Gardner of Harvard has identified seven distinct
intelligences.
combined to carry out different tasks, solve diverse
problems, and progress in various domains. Its a
consequence of the cultural aspects of a given society .
• Visual-Spatial - think in terms of physical space.
• Kinesthetic - use the body effectively.
• Musical - show sensitivity to rhythm and sound.
• Interpersonal - understanding, interacting with others.
• Intrapersonal - understanding one's own interests,
goals.
• Linguistic - using words effectively.
• Logical -Mathematical - reasoning, calculating. Think
conceptually, abstractly and are able to see and explore
patterns and relationships.
What are the characteristics of these pictures ?
How is the utilization of these part?

Upstreams/rivers

Midlestream/rivers

Downstream/rivers
 The Indicator of SI
Fact
Interactions,
Interconnections
 Implications

 demonstrate map /image reading skills,

 Have the knowledge of place locations and
 Understand human systems,society ,and the
physical environment
http://eande.lbl.gov/HeatIsland/
• Eve et al. (1994, 408)
• “the ability of individuals to demonstrate
map reading skills, knowledge of spatial
locations of places, and understanding of
peoples and cultures associated with
various regions
 NASIONAL GEOGRAPHIC :
• Where is it located ?
• Why is it there ?
• What is the significance of the location ?
• What is this place like ?
• With what is it associated ?
• What are the consequences of its location
and associations ?
 Curriculum in AUSTRALIA
• Geographical Knowledge and
Understanding : Understand the facts ,
interpret it, apply the principles and
theories, and see a problem by relating it
to the geographic knowledge in order to
get an explanation
• Geographical Inquiry and Skills : problem
awareness and problem-solving
 GEOGRAPHY FOR LIFE
• formulating geographic questions;
• acquiring, organizing, and analyzing
geographic information; and
• explaining and communicating geographic
patterns and processes.
Geo-Literacy
How
How world to
Earth
be
works as
interconnected
a system

how to
make

Geo-Literacy
geography skills can be measured by
the ability to answer the following
questions

What is it ?

Where is it ?
DESCRIBE
EXPLAIN
What is it like
ANALYSIS
SYNTHESIS
PROCESTING/PROGNOSIS
How di I feel
about it

How is it changing
and what might
happen next

How did it came to

be like this ?
 Reinfried & Hertig (2012)
• …. therefore geography in primary and
secondary schools plays an essential role
in providing the learners the ability to
develop critical thinking skills in order to
comprehend the word. Such thinking skills
are concerned with learning how to
investigate and answer question reffering
to the relationships of human societies
with space and the relationships benween
defferent human societies across space.
 The International Geographic
Union/IGU (2012)
• Using verbal, quantitative and symbolic data forms such as text,
pictures, graphs tables, diagrams and maps;
• practising such methods as field observation and mapping,
interviewing people interpreting secondary resources and applying
statistics;
• and using communication, thinking, practical and social skills to
explore geographical topics at a range of scales from local to
international. Such a process of inquiry will encourage students to:
identify questions and issues; collect and structure information;
process data;
• interpret data; evaluate data; develop generalisations; make
judgments;
• make decisions;solve problems;
• work cooperatively in team situations; and behave consistently with
declared attitudes.
• The use of oral, numbers, and symbols,
such as text, images, graphics, and map
diagram.
• Methods of observation and mapping ,
interviews the residents, the interpretation
of secondary sources,
• The use of statistics
• The use of ideas, practices,
communication, and social skills to explore
topics of geography in local to international
scale.
 The develompment Knowledge
• Identification
• Explaining ( Location, feature, pattern ,
distribution )
• Comparation
• Evaluation
• Hypotheses and predictions
• Communication (oral dan written )
 KETERAMPILAN
• dentify questions and issues , Collect and collate
information , Data Processing , Interpret the data ,
Evaluating the data , Develop conclusions , Make
judgments, infer Solve the problem Work cooperatively
in teams Having a steady stance .
• Mengidentifikasi pertanyaan dan isu-isu,
• Mengumpulkan dan menyusun informasi, Memproses
data,
• Mengintepretasi data,
• Mengevaluasi data,
• Mengembangkan kesimpulan,
• Membuat pertimbangan,
• Mengambil kesimpulan
• Memecahkan masalah
The Development of Attitude and
Value
– Consistent attention to the environment
– Appreciate the natural beauty and diversity of human
cultural conditions in the earth's surface ;
– Attention to the quality of the environment and regional
planning in the interests of future generations ;
– Understanding the differences in attitudes and values ​in
decision making everyone ;
– Using knowledge of geography in a responsible and
professional ;
– Respecting the rules that apply equitably ;
– Finding solutions to problems faced locally , national and
internationally with regard to human rights .
– Perhatian yang konsisten terhadap lingkungan;
 INGGRIS

build on their knowledge of globes, maps and atlases and

apply and develop this knowledge routinely in the classroom
and in the field; interpret Ordnance Survey maps in the
classroom and the field, including using grid references and
scale, topographical and other thematic mapping, and aerial
and satellite photographs; use Geographical Information
Systems (GIS) to view, analyse and interpret places and
data; use fieldwork in contrasting locations to collect, analyse
and draw conclusions from geographical data, using multiple
sources of increasingly complex information (Departement
for Education, 2013).
 AUSTRALIA
• identifying an issue or problem and developing geographical
questions to investigate the issue or find an answer to the
problem; collecting information from primary and/or secondary
sources, recording the information, evaluating it for reliability and
bias, and representing it in a variety of forms; making sense of
information gathered by identifying order, diversity, trends, patterns,
anomalies, generalisations and cause-and-effect relationships,
using quantitative and qualitative methods appropriate to the type of
inquiry and developing conclusions. It also involves interpreting the
results of this analysis and developing conclusions; communicating
the results of investigations using combinations of methods (written,
oral, audio, graphical, visual and mapping) appropriate to the subject
matter, purpose and audience; reflecting on the findings of the
investigation; what has been learned; the process and effectiveness
of the inquiry; and proposing actions that consider environmental,
economic and social factors
 SELANDIA BARU
• Geographic skills fall into several categories: geographic resource
interpretation, geographic resource construction skills,
communication skills, social skills, and fieldwork. Geographic resource
interpretation skills include: using maps, photographs, diagrams, cartoons,
images, statistics, keys, graphs, text, models, internet, speeches, surveys,
films, TV, video clips and GIS to explain geographic information.
Geographic resource construction skills include:drawing sketch and précis
maps, diagrams, constructing models, taking photographs or drawing
pictures, cartoons, constructing graphs, tables and using GIS layering to
present specific geographic information. Communication skills include:
being able to present geographic information in a variety of forms such as
essays, paragraphs, poems, visuals, models, films, PowerPoint
presentations, speeches, games, puzzles, blogs and graphic organizers.
Social skills include: being able to work in groups and being empathetic,
appreciating different values, perspectives and viewpoints on different
aspects of geography, establishing and justifying personal value positions,
contributing and participating in the community. Fieldwork skills include:
being able to gather information from the field using a variety of techniques
such as surveying, questionnaires, field sketching, measuring,
photographing, interviewing and observing
 Understand spatial patterns,
environment and regions., Geosfer
process in global, nasional and local
contenxt.

Applying knowledge geography in life,

communicate it for nation development.

Caring to environment dan

use resources in a wise
and tolerant of cuture
diversity of nation.

Patriotism, proud to nation, and

responsibel tu unitary Indonesia basen
on Pancasila and constituation
Pedagogical Content
Knowledge (PCK)

Pedagogical Content Knowledge

Sumber : Koehler, Matthew and Punya Mishra, 2009
The Main Role of Educators Improving Quality

Source: The World Bank 2005

 Karakteristik pembelajaran
• emphasis on process emphasis on student activity ( learners
) using multi- method using multi- media
• and learning resources teachers as facilitators of
learning emphasis on training nenekankan at work participate in
social life
• class as a " social laboratory "menekankan pada proses
• menekankan pada aktivitas siswa (pebelajar)
• mengunakan multi metoda
• menggunakan multi media dan sumber pembelajaran
• guru sebagai fasilitator pembelajaran
• menekankan pada pelatihan
• nenekankan pada berkarya
• berpartisipasi dalam kehidupan sosial
• kelas sebagai “laboratorium sosial”
 Learning Dimentions

Have reasoning power PBM :

SPIRITUAL, EMOTIONAL,
SOCIAL, INTELLECTUAL, Valued attitude Problem solving
AND KINESTETICAL Diligent and creative Inquiry
INTELLIGENT
Investigation
Cooperative learning

Teritorial analysis
System analysis
Internal and external analysis
 Learning models :
i. The process of information searching (the information processing
family).
ii. Social interaction (the social family)
iii. Personal learning (the personal family)
iv. Learning behavioral system (the behavioral system family)

Approaches : Cooperative learning : student center

Constructivism, Problem Based learning , Inquiry, INV .

Learning Strategy:
1. Discovery and Inqury > Expoisitory
2. Group > Individual and clasical

Media : Varied, adio-visual

Learning Sources :varied : environment, varied

Assessment: Attitude test and non-test (project/ task, master piece,

portfolio, performance)
 Some Questions
• What is the purpose of the educational
system today and in the future?
• Will lecture-and-test teaching increase
student achievement?
• Will classical content-centered teaching
lower the high school dropout rate?
• Will theoretical teaching help students
become better connected with real-life
problem-solving issues?
 Student Feedback
• How would you like your students to say:
– This makes school fun and it is easier to learn
– There is more interaction and stuff you can
use later
– I try to never be late for this class
– I enjoy learning in this class
– I think I learn more in this class
– I make a special effort to attend this class
 Teacher Feedback
• How would you like to say:
– Students tried harder and were more
interested in their studies
– Students behaved better
– Absenteeism and tardiness were down
– Students seemed to accept more
responsibility for their learning
– Students seemed to enjoy class more
 Contextual Teaching
• Way individuals learn best
• Students connect life with knowledge
• Brain connects knowledge and application
• Brain connects knowing and doing
• Brain connects content and context
• Brain is limited in dealing with material that
does not connect
 Development vs Teaching
• Child development
– Handle things
– Explore
– Knock down, set up, put together
– Crawl, walk, talk, imitate
• Teaching process
– Passive learning
– Look, sit, listen, memorize
 Contextual Teaching Framework
• Learning for acquisition of knowledge
• Learning for application
• Learning for assimilation
• Learning for association
 Study Results
• Students tried harder and more interested
• Students behaved better
• Students accepted more responsibility
• Greater learning progress
 CTL Approaches
• Problem-based learning
• Collaborative/cooperative learning
• Project-based learning
• Service learning
• Work-based learning
 Service Learning
• Combines community service with structured
school-based reflection
• Emphasizes connection between service
experiences and academic learning
 Work-Based Learning
• Experiences and activities based on and in
some type of work setting or simulated
work setting
• Examples: apprenticeship, internship, co-
op, on-the-job training, career academies,
school-based enterprises, job simulation
 Functional Skills
• Reading – technical information
• Writing
• Speaking
• Listening
• Reasoning
• Computation
• Computer literacy – WP & SS software
 Soft Skills
• Interpersonal skills
• Attitudes
• Project management
• Negotiation
• Decision making
• Team skills
 Technical Skills
• Task-specific skills
• Collect, graph, analyze and program data
• Recognize alternative solutions
• Computer-related technology
• Math and science skills
• Programming, database management,
and Internet usage
TERIMAKASIH